Immersive Learning Simulations_Ronald K. Raymond A focus on the question: “To what extent is the focus of this investigation self-indulgent and impractical, and to what extent is it legitimately contributing to a better future?” An Immersive Learning Simulation (ILS) is a software system whereby an online learning environment is used for educational purposes. Content is managed so that university or corporate environments are able to use the ILS to train or educate students, volunteers, or employees (Fanning, 2008). Some categorize any Virtual Learning Environment (VLE) as either a Learning Management System (LMS) or an ILS, with the distinction being the primary purpose of the online experience. Fanning (2008) suggests that the LMS is primarily designed for academic use (and incorporates specific features accordingly) while the ILS is mainly recreational in nature (with mainly social functions included). For the purposes of this discussion, no distinctions will be made as both the LMS and ILS are very similar in nature, utilizing virtual locations, individuals, and activities, most of which are controlled by users. Acknowledging my personal bias at the outset is a necessity. I strongly feel that actually visiting locations is preferential over virtual visits. There are limitations built into virtual environments that inherently limit the incidental learning that can occur when compared to actually being present at an event or location. Sure, landmarks and areas can be represented or even explored , but the intangibles of scent, smell, intensity, and interactions with other real people who are present at the same time cannot be accurately replicated in a 3D world…at least at this time. This does not mean that I do not recognize a value in ILSs. It simply means that – all things being equal - I do not find them to be the equivalent of real-life experiences. That said, studying VLEs is certainly not self indulgent or impractical. The benefits of using ILSs are too great to deny. In this geographic area (near Indiana University of Pennsylvania), the University of Pittsburgh School of Pharmacy has incorporated human patient simulation (HPS) into their pharmacotherapy course to enable students to react to realistic simulations of events that could be faced in their clinical careers. In one study, students responded enthusiastically to the use of the program, indicating their belief that it helped them develop problem-solving skills and pharmacotherapy plans. Their understanding of chemical properties and potential effects and their counseling skills noticeably improved through the use of 3D simulations. Individual comments were also consistently favorable (Seybert, Kobulinsky, & McKaveneya, 2008). Similarly, major corporations and educational institutions have decided that getting involved in Second Life has benefit. Groups such as IBM, Nature Publishing, Oxford University, and Sony-Ericsson have all purchased space in the virtual world. Reasons vary, but all seem to believe there is value in interacting with others in this fashion. Nature World uses their space to encourage scientific research and promote messages in support of conservation. Others view the site as an opportunity to develop planning and design issues in a safe environment, without the costly expense of research and development in the actual world (Crooks, Hudson-Smith, & Dearden, 2009). In academic settings, ILSs are being used to facilitate knowledge acquisition. Placing students in virtual settings enables opportunities for exploration that would generally not be made available to them. The costs of transportation, lodging, meals, and the like are prohibitive for most students or educational facilities. Virtual study can be accomplished at a fraction of the cost, and while the experience may not completely replicate the actual environment, it still likely has more impact than simply reading text or viewing static pictures (Ieronutti & Chittaro, 2007). One way of looking at educational ILSs is that proposed by Clark Aldrich. In this view, an educational simulation emerges at the convergence of three distinct elements. It is the balance of instruction (pedagogy), game (level of engagement or immersion) and simulation (virtual environment) that creates an effective ILS (2005). If all elements are in proper balance, the simulation is more likely to have appeal and students are more likely to achieve learning goals. One advantage that many proponents of ILSs recognize is the ability to extend studies in a variety of areas, based on our current knowledge of the existing world. Using simulations and environments where individuals interact allows both an evaluation of the substance being provided and the responses and reactions to that content. It thus provides a rich environment for research. Areas such as measuring cooperation, the establishment and transformation of social norms, urban growth, and a variety of other subjects can be appraised in the immersive learning environment (Crooks, Hudson-Smith, & Dearden, 2009). Colella (2000) describes a scene in which high school science students participate in an immersive learning scenario where a deadly virus is rapidly spreading. Rather than being tied to their computer screens, students wear individualized Thinking Tags, small computers that enable mobility as they collectively work to find a solution to the problem presented. A participatory simulation, the exercise combines real world experience with that of a virtual world. It encourages involvement and collaborative learning. The Air Force, other military branches and the medical profession have been using computer-based simulations for training purposes for some time. The U.S. space program and airline industries have used immersive learning to train employees in a variety of skills before conducting actual hands-on training (Herrington, Reeves, & Oliver, 2007). Some have questioned how closely the simulated experiences need to echo real life situations to be effective. One opinion is that the more realistic the better, as students will be prepared for actual experiences they might encounter. McLellan (as cited in Herrington, Reeves, & Oliver, 2007) related an account of an aircraft simulation experience that was so realistic that when he lost control in the computer training exercise, he and the others involved screamed as if they were actually involved in a plane crash. Others feel that the simulations need not be so precise, asserting that the process of engagement is much more important than the actual events. One study suggested that learning was facilitated when the simulations engaged the students in tasks that were engaging and multifaceted. This cognitive realism based on complexity and involvement resulted in better retention than did scenarios that were very realistic (Herrington, Reeves, & Oliver, 2007). Dede (2009) discussed the “willing suspension of disbelief” (p. 66) that simulations encourage and addressed the value of sensory, actional, and symbolic elements. Sensory immersion techniques involve representations of the participants point of view, sound elements, vibrations, etc…factors that replicate to some degree real life sensory experiences. Actional elements involve immersing players in abilities outside of the normal realm; things such as flying or shape-shifting. Symbolic elements are those designed to create substantial psychological involvement, often drawing on archetypes and cultural icons. An example might be engaging in a virtual battle with a fire-breathing dragon. The suggestion is that the more these three types of elements are used in the design stage, the more likely the suspension of disbelief will occur and the more likely engagement – and therefore, learning – may take place. Dede (2009) concludes that the capabilities, learning designs, and media preferences are areas in need of further exploration. There is little doubt that ILSs and other VLEs are contributing to training and education in a variety of ways. With a younger generation that has been more active with video games and digital experiences than any other, the likelihood of connecting to virtual world environments for educational purposes is great. Like any new media advancement, critique of ILSs is likely to be critical, yet over time may prove valuable. The challenge for educators may be in balancing traditional instructional techniques and teacher availability with the advantages offered by ILSs. Most instructors would agree that facilitating engagement and interest in the subject material requires the use of a variety of techniques. ILSs are one element of a learning environment, but are in no way the only useful method for reaching students. Those with a fear of technology, late adopters, or those in need of more personal interaction may be among the most hesitant to embrace immersive learning strategies. However, as VLEs continue to expand capabilities and the technology advances even further, additional investigation into this dynamic process will be clearly warranted. References Aldrich, C. (2005). Learning by doing: A comprehensive guide tosimulations, computer games and pedagogy in e-learning and other educational experiences. San Francisco, CA: Pfeiffer Colella, V. (2000). Participating simulations: Building collaborative understanding through immersive dynamic modeling. The Journal of the Learning Sciences, 9(4), 471-500. Crooks, A., Hudson-Smith, A., & Dearden, J. (2009). Agent street: An environment for exploring agent-based models in second life. Journal of Artificial Societies & Social Simulation, 12(4), 1-25. Daniels, P. (2009). Course management systems and implications for practice. International Journal of Emerging Technologies & Society, 7(2), 97-108. Fanning, E. (2008). Instructional design factors as they relate to the creation of a virtual learning environment. Journal of Interactive Instruction Development, 21(2), 24-42. Herrington, J., Reeves, T., & Oliver, R. (2007). Immersive learning technologies: Realism and online authentic learning. Journal of Computing in Higher Education, 19(1), 65-84. Ieronutti, L., & Chittaro, L. (2007). Employing virtual humans for education and training in X3D/VRML worlds. Computers & Education, 49(1), 93-109. Seybert, A., Kobulinsky, L., & McKaveneya, T. (2008). Human patient simulation in a pharmacotherapy course. American Journal of Pharmaceutical Education, 72(2), 1-8.
A focus on the question: “To what extent is the focus of this investigation self-indulgent and impractical, and to what extent is it legitimately contributing to a better future?”
An Immersive Learning Simulation (ILS) is a software system whereby an online learning environment is used for educational purposes. Content is managed so that university or corporate environments are able to use the ILS to train or educate students, volunteers, or employees (Fanning, 2008). Some categorize any Virtual Learning Environment (VLE) as either a Learning Management System (LMS) or an ILS, with the distinction being the primary purpose of the online experience. Fanning (2008) suggests that the LMS is primarily designed for academic use (and incorporates specific features accordingly) while the ILS is mainly recreational in nature (with mainly social functions included). For the purposes of this discussion, no distinctions will be made as both the LMS and ILS are very similar in nature, utilizing virtual locations, individuals, and activities, most of which are controlled by users.
Acknowledging my personal bias at the outset is a necessity. I strongly feel that actually visiting locations is preferential over virtual visits. There are limitations built into virtual environments that inherently limit the incidental learning that can occur when compared to actually being present at an event or location. Sure, landmarks and areas can be represented or even explored , but the intangibles of scent, smell, intensity, and interactions with other real people who are present at the same time cannot be accurately replicated in a 3D world…at least at this time. This does not mean that I do not recognize a value in ILSs. It simply means that – all things being equal - I do not find them to be the equivalent of real-life experiences.
That said, studying VLEs is certainly not self indulgent or impractical. The benefits of using ILSs are too great to deny. In this geographic area (near Indiana University of Pennsylvania), the University of Pittsburgh School of Pharmacy has incorporated human patient simulation (HPS) into their pharmacotherapy course to enable students to react to realistic simulations of events that could be faced in their clinical careers. In one study, students responded enthusiastically to the use of the program, indicating their belief that it helped them develop problem-solving skills and pharmacotherapy plans. Their understanding of chemical properties and potential effects and their counseling skills noticeably improved through the use of 3D simulations. Individual comments were also consistently favorable (Seybert, Kobulinsky, & McKaveneya, 2008).
Similarly, major corporations and educational institutions have decided that getting involved in Second Life has benefit. Groups such as IBM, Nature Publishing, Oxford University, and Sony-Ericsson have all purchased space in the virtual world. Reasons vary, but all seem to believe there is value in interacting with others in this fashion. Nature World uses their space to encourage scientific research and promote messages in support of conservation. Others view the site as an opportunity to develop planning and design issues in a safe environment, without the costly expense of research and development in the actual world (Crooks, Hudson-Smith, & Dearden, 2009).
In academic settings, ILSs are being used to facilitate knowledge acquisition. Placing students in virtual settings enables opportunities for exploration that would generally not be made available to them. The costs of transportation, lodging, meals, and the like are prohibitive for most students or educational facilities. Virtual study can be accomplished at a fraction of the cost, and while the experience may not completely replicate the actual environment, it still likely has more impact than simply reading text or viewing static pictures (Ieronutti & Chittaro, 2007).
One way of looking at educational ILSs is that proposed by Clark Aldrich. In this view, an educational simulation emerges at the convergence of three distinct elements. It is the balance of instruction (pedagogy), game (level of engagement or immersion) and simulation (virtual environment) that creates an effective ILS (2005). If all elements are in proper balance, the simulation is more likely to have appeal and students are more likely to achieve learning goals.
One advantage that many proponents of ILSs recognize is the ability to extend studies in a variety of areas, based on our current knowledge of the existing world. Using simulations and environments where individuals interact allows both an evaluation of the substance being provided and the responses and reactions to that content. It thus provides a rich environment for research. Areas such as measuring cooperation, the establishment and transformation of social norms, urban growth, and a variety of other subjects can be appraised in the immersive learning environment (Crooks, Hudson-Smith, & Dearden, 2009).
Colella (2000) describes a scene in which high school science students participate in an immersive learning scenario where a deadly virus is rapidly spreading. Rather than being tied to their computer screens, students wear individualized Thinking Tags, small computers that enable mobility as they collectively work to find a solution to the problem presented. A participatory simulation, the exercise combines real world experience with that of a virtual world. It encourages involvement and collaborative learning.
The Air Force, other military branches and the medical profession have been using computer-based simulations for training purposes for some time. The U.S. space program and airline industries have used immersive learning to train employees in a variety of skills before conducting actual hands-on training (Herrington, Reeves, & Oliver, 2007). Some have questioned how closely the simulated experiences need to echo real life situations to be effective. One opinion is that the more realistic the better, as students will be prepared for actual experiences they might encounter. McLellan (as cited in Herrington, Reeves, & Oliver, 2007) related an account of an aircraft simulation experience that was so realistic that when he lost control in the computer training exercise, he and the others involved screamed as if they were actually involved in a plane crash. Others feel that the simulations need not be so precise, asserting that the process of engagement is much more important than the actual events. One study suggested that learning was facilitated when the simulations engaged the students in tasks that were engaging and multifaceted. This cognitive realism based on complexity and involvement resulted in better retention than did scenarios that were very realistic (Herrington, Reeves, & Oliver, 2007).
Dede (2009) discussed the “willing suspension of disbelief” (p. 66) that simulations encourage and addressed the value of sensory, actional, and symbolic elements. Sensory immersion techniques involve representations of the participants point of view, sound elements, vibrations, etc…factors that replicate to some degree real life sensory experiences. Actional elements involve immersing players in abilities outside of the normal realm; things such as flying or shape-shifting. Symbolic elements are those designed to create substantial psychological involvement, often drawing on archetypes and cultural icons. An example might be engaging in a virtual battle with a fire-breathing dragon. The suggestion is that the more these three types of elements are used in the design stage, the more likely the suspension of disbelief will occur and the more likely engagement – and therefore, learning – may take place. Dede (2009) concludes that the capabilities, learning designs, and media preferences are areas in need of further exploration.
There is little doubt that ILSs and other VLEs are contributing to training and education in a variety of ways. With a younger generation that has been more active with video games and digital experiences than any other, the likelihood of connecting to virtual world environments for educational purposes is great. Like any new media advancement, critique of ILSs is likely to be critical, yet over time may prove valuable. The challenge for educators may be in balancing traditional instructional techniques and teacher availability with the advantages offered by ILSs. Most instructors would agree that facilitating engagement and interest in the subject material requires the use of a variety of techniques. ILSs are one element of a learning environment, but are in no way the only useful method for reaching students. Those with a fear of technology, late adopters, or those in need of more personal interaction may be among the most hesitant to embrace immersive learning strategies. However, as VLEs continue to expand capabilities and the technology advances even further, additional investigation into this dynamic process will be clearly warranted.
References
Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games and pedagogy in e-learning and other educational experiences. San Francisco, CA: Pfeiffer
Colella, V. (2000). Participating simulations: Building collaborative understanding through immersive dynamic modeling. The Journal of the Learning Sciences, 9(4), 471-500.
Crooks, A., Hudson-Smith, A., & Dearden, J. (2009). Agent street: An environment for exploring agent-based models in second life. Journal of Artificial Societies & Social Simulation, 12(4), 1-25.
Daniels, P. (2009). Course management systems and implications for practice. International Journal of Emerging Technologies & Society, 7(2), 97-108.
Fanning, E. (2008). Instructional design factors as they relate to the creation of a virtual learning environment. Journal of Interactive Instruction Development, 21(2), 24-42.
Herrington, J., Reeves, T., & Oliver, R. (2007). Immersive learning technologies: Realism and online authentic learning. Journal of Computing in Higher Education, 19(1), 65-84.
Ieronutti, L., & Chittaro, L. (2007). Employing virtual humans for education and training in X3D/VRML worlds. Computers & Education, 49(1), 93-109.
Seybert, A., Kobulinsky, L., & McKaveneya, T. (2008). Human patient
simulation in a pharmacotherapy course. American Journal of Pharmaceutical Education, 72(2), 1-8.